ISSN:0141-1926    

DOI:10.1080/0141192830090201

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

AbstractThis paper considers the socialisation of teachers through their professional training. Using a theoretical model derived from Bernstein's work on ritual, classification and framing, a comparative historical analysis is developed over three epochs, 1840 to 1875, 1960 to 1972 and 1972 to 1982. It is suggested that the mode of preparation in the first two epochs produced politically conservative teachers. However, the changes in teacher preparation consequent upon the 1972 rationalisations are thought to constitute a radical break with this tradition. It is argued that current practices in the preparing institutions in conjunction with changes in the occupational context of teaching may promote militant economic and political activity amongst teachers.

ISSN:0141-1926    

DOI:10.1080/0141192830090202

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

AbstractOgden's (1932) analysis of opposition is used as the basis for an exploration of the ways in which respondents might use rating scales in repertory grids. The conceptual approach to the problem is described and the conclusion is drawn that the mathematical and semantic aspects of rating scales may not always be aligned. Empirical evidence is presented from a preliminary study which suggests that bipolarity is a more complex issue than might be suspected from a superficial consideration.

ISSN:0141-1926    

DOI:10.1080/0141192830090203

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

AbstractThree teacher types are developed from a consideration of the self‐fufilling hypothesis with respect to both classroom behaviour and academic achievement. Evidence used to support this typology is drawn from both qualitative and quantitative data. Pupils' comments about their lessons and teachers are used to inform an ordering of rank correlations. The analysis stresses that teachers can effect the ways in which their pupils view the differential distribution of classroom achievement amongst their peers through the teachers' classroom management in lessons. Adopting a symbolic interactionist perspective allows a direct link to be made to pupils' classroom achievement as measured by end of year test

ISSN:0141-1926    

DOI:10.1080/0141192830090204

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192830090205

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Book reviewed in this article:Educating the Gifted ChildRobertM.Povey(Ed.)Geography Teaching with a Little LatitudeL.J. JayEducational and Psychological Measurement and Evaluation, 6th EdnKennethD. Hopkins&JulianC. StanleyA Sociology of EducatingRolandMeighanPsychology and the Teacher, 3rd ednDennisChildPersonal Construct Psychology and EducationMaureenL. Pope&TerenceR. KeenDo You Panic About Maths? coping with maths anxietyLaurieBuxtonJust the Job: a study of the employment and training of young school leaversG. J. Pollock&V. M. Nicholson

ISSN:0141-1926    

DOI:10.1080/0141192830090206

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY